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HEADLINES DIA Embraces Green Construction

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By Danielie R. Downing, DA

Thinking about the Unthinkable

By CDR Youssef H. Aboul-Enein, Dl LTG Ronald L. l3urgess Jr. Director, DIA

Do Verbal Pauses Give You Pause2

Donald L. Black Chic’f Public Affairs Laura L. Donnelly Managing Editor Christina A. Cawley Margan C. Kerwin Lorette A. Murray Jennifer M. Redding Editorial Staff l3rian D. Nickey Design/Lwjoot Graphic Design and Publishing Services Branch Printing and Posting

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By David E. Frick, AE

Career Advancement Through Education

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By Rebecca L. Frerichs and Stephen R. Di Rienzo, MC

Mandatory Declassification Review Requests: fOlAs in Disguise By the FOIA Office and the Declassification Services btanch, DA

Education: The Force Multiplier

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Dr. Stephen R. Di Rienzo and Wayne R. Hugar, MC

NDU Provides Educational Opportunities to DIA

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By Etic Hammersen, DIA Executive Representative to NDU and DIA Chair at the National College DIA’s communiqué is an authorized agency information publication, published for employees of DIA and members of the defense intelligence comfnumty. contents of the communiqué are not necessarily the official views of, or endorsed by, the U.S. govern ment or the Department of Defense. Articles are edited for style, content and length.

Correspondence should be addressed to: DIA communique, Public’ Affairs Office, 200 MacDill Blvd., Joint Base Anacostia-Bolling, Washington, D.C., 20340. Telephone: (202) 231-0814 (DSN: 428-0814). The DIA Public Affairs Office welcomes your c’omments, which may be e-mailed to our Internet address at DIA-PAOQi dia.mil or to our JWICS e-mail address at diem908-DIA(a DODiis.ic.gov.

Detachment of the Month: Force Protection Detachment Thailand

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By William Micik, DX

.EXECUTIVE VISION Interview with Kristi Waschull, Deputy Director for Human Capital

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By the Communiqué Staff CP

•:BUILDINC a Better Future Innovations in Learning Beyond the Classroom

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By Russ]. Spaulding and Megan A. Elliott, HC

What’s in a Name? Understanding the Foreign Language Transliteration Problem

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By Nicholas A. Bemish, HC, and Brian Roberson, Basis Technology

lED Battle Drill: Are you Tough Enough2

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By William D. McConnell, DJ

ODNI Analysis 101 Program Hits 3,000th Student Mark www.dia.mil

Article Submission Dead ines June/July 201 1 issue Year in the Life 2011

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May 9, 2011 -July 1, 201 1

By Dr. Robert E. Morris, HC

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Advancing Language Learning Through the Use of SCOLA

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By Nicholas A. Bemish, HC, and Dave Decker and Ric Marchio, SCOLA

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Solutions Architecture Branch Aligns Job Competencies, Enhances Career Development By the Global Workforce Development Division, HC

Joint Military Attaché School Expands Cybersecurity Training

By CDR David A. Renberg, HC

British Intelligence Educators Share Best Practices with JMITC’s Asymmetric Warfare Branch

By Charles T Mitchell, HC

Embedding a Mentoring Culture at DIA Dr. Theodota J. Fitzsimmons, HC

DIA in the 1990s: New Missions, New Adversaries

By Mark Madigan, IE

Mike Redding, JIOCEUR

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By Danielle R. Downing, DA

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the Joint Use Intelligence Analysis Facility (JUIAF) in Charlottesville, Va., is the first of DIA’s facilities to reflect the growing concern DIA has for the environmental impact we are making as an agency. Through new greening initiatives incorporated in the design and construction of the JUIAF, this is the first of what could be many facili ties that is certified “green.”

hrough federal mandates and new executive orders, DIA has begun to embrace greening initia tives which in turn is leading to new green-friendly facilities. In response to future DIA needs, buildings are beginning to be designed, constructed and maintained with the environmen tal footprint of DIA as a significant interest. One of DIA’s newest facilities,

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Developed by the U.S. Greening Building Council (USGBC), a third-party verifier through the independent Green Building Certification Institute, the JUIAF was certified as a Leadership in Energy and Environmental Design (LEED) Silver green building.

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According to the USGBC, “LEED cer tification provides building owners and operators a concise framework for identifying and implementing practi cal and measurable green building design, construction, operations and maintenance solutions.” The certifica tion becomes a framework for every aspect of a new facility, including design, construction and mainte nance after the building is complete.

Through a network of independent international, certifying bodies provided by the Green Building Certification Institute, these bodies verify the “consistency, capacity and integrity” during and after construc tion of the facility to ensure certifica tion requirements are met.

The JUIAF received the Silver-level certification for greening initiatives included in the design, construction and maintenance of the new facility.

These greening initiatives included: 34 preferred parking spots installed for low emitting and fuel efficient vehicles

The LEED certification levels are Platinum, Gold, Silver and uCertified.n Certifications are based on a 100-point scale, with 1 0 “bonus points” available. The points are broken down based on regional-specific environmental issues and fall into

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categories:

WATER (11 possible points) Encourage the use of strategies and technologies that amount of potable water consumed.

SUSTMNABLE SIT (21 possible points) Promote responsible, innovative, practical site designs sensitive to plants, wildlife, water and air quality.

Impact of development on land consumption, ecosystems, natural resources and energy

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ENERGY AND ATMncpHFRF(37 possible points) Promote three kinds of activities: tracking building energy performance, managing refrigerants to eliminate Chlorofluorocarbons and using renewable energy.

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(6 possible points) Recognizes projects for innovative building features and sustainability building practices and strategies.

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MATERIALS AND RESOURCES (14 possible points) Foundation for effective materials, selection and waste management strategies.

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INDOOR ENVIRONM 1.I

(17 possible points) Enhance indoor environment and optimize interior spaces.

PRIORITY

(4 possible points) USGBC’s regional councils, chapters and affiliates have identified the environmental concerns that are locally most important for every region of the

H EADLI N ES • 22.94 percent of the total build ing materials content, by value, were manufactured using recy cled materials • Green materials were used in the flooring, paint and wood • Installation of quantity light controls for individual workstations • Improved thermal performance of the roof • Efficient heating and cooling system • Dedicated collection and storage areas for recycled materials and

• Implementation of a storm water management plant to prevent erosion of stream channels With the JUIAF earning certification for the greening design and construc tion, future plans are in place to proceed with similar greening initia tives and goals for the DIA facility under construction in Reston, Va. The plans for this facility are mir roring the environmentally friendly JUIAF with the possibility of includ ing things like parking for hybrid vehicles, efficient cooling and heating systems, use of recycled materials in construction, and dedicated areas for recycling materials. Outside of DIA efforts, environmental improvements

are already taking place in the Reston community. There are plans to extend the Washington, D.C., Metro system to Dulles Town Center, making the use of public transportation to the Reston more feasible for DIA employ ees. DIA is placing a large importance on greening efforts at the new facility in hopes that it, too, will earn high regards for its greening efforts and follow with LEED certification like the JUIAF. As DIA expands its global footprint, the agency remains conscious of the environmental footprint it leaves behind. It is our mission to not only protect the warfighter, but protect the environment as well. ‘.

Thinking About the UNTHINKABLE

By CDR Youssef H. Aboul-Enein, DI

Examining the way we think can dramatically affect analysis.

aintaining America’s stra tegic advantage requires deep thinking about numer ous complexities in an interrelated world, and posing questions that may make us uncomfortable. In that tradition, Joshua Cooper Ramo has written “The Age of the Unthinkable” for those who want to sharpen their analytic thinking. Ramo is manager of Kissinger Associates, one of the world’s most successful geostrategic consulting firms. In his book, Ramo ties together various disciplines to propose new ways to think about national security, addressing mental traps, such as too much focus on direct threats, and tools that cause us to think we understand more than we actually do.

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Ramo proposes a new way of think ing he calls “deep security,” which is a way of seeing, thinking and acting that accepts growing complexity and unlimited newness as givens in the world. The book begins with that premise and then allows the

three threats facing his country, which are internal: minor ity Alawi tribesmen control over the major ity Sunnis, economic THE AGE (N TIlE vulnerability, and maintaining hegemony cinth I nkable over Lebanon. While he points out that these top three threats * do not directly involve U-llI \ Israel, farkash bets ‘ 1 that a balance of all three and the injection “The Age of the of problems beyond our Unthinkable” has analytic threads imagination will cause a direct clash ranging from Austrian Prince von between Israel and Syria.

Metternich to Nobel Prize-winning Also in this section, Farkash argues economist Frederich von Hayek to the that the high technology of many creator of Nintendo, and these threads astounding complex systems, signals allow readers to embrace complex intelligence and satellite collection ity. Israel’s head of the Directorate have led intelligence analysts to think of Military Intelligence from 2001 to they understand more than they 2006, Maj. Gen. Aharon Farkash has actually do. Farkash posits that these a fascinating section of the book. In technologies are tools, not answers. this section, farkash points to Syrian Bashar and the top Asad leader reader to think of what events could precipitate changes in that para digm and, further, the challenges and oppor tunities these shifts would provide. Ramo gets to the root of his thesis through the Socratic method, ques tioning assumptions to add clarity, but never entirely reaching a perfect solution.

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I HEADLINES finally, the chapter entitled “Management Secrets of Hizb’allah” highlights the group’s ability to be more resilient as Israel conducts direct attacks. Ramo advocates tar geting the various aspects around Hizb’allah that make it resilient, which would add a cacophony of pressures to marginalize the group.

Instead of focusing on Osama bin Laden, Ramo also suggests turning

attention to what gives meaning, life and influence to bin Laden.

There are no easy or quick solutions in Ramo’s book, but it does compel its readers to think the unthinkable and derive clarity in our own minds of what strategically challenges the United States. This new book is highly rec ommended for those interested in the process of cognition, thinking about complexity and intelligence analysis.

Editor’s note: CDR Youssef About Enein is author of “Militant Istamist Ideology: Understanding the Global Threat,” which wilt be pubtished this summer by Naval Institute Press. He is a subject matter expert on militant Istamist ideology in JITf-CT, as welt as an adjunct military professor and Islamic studies chair at the Industrial College of the Armed Forces.

Do Verbal Pauses Give You PAUSE?

By David E. Frick, AE

The former president of DiALoguets, DIA’s Toastmasters club, explains how to overcome verbal, um, pauses.

n the 2008 campaign season, a front-running candidate for the U.S. Senate was extensively criticized for avoid ing media questions. The candidate agreed to a televised interview. This decision was a game changer.

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The candidate’s performance was, to be kind, subpar.

Over a span of only five minutes, responses were littered those annoying “ums,” with at least 65 verbal pauses “ahs,” “uhs” and “you knows” that creep into your speech when your brain and tongue are operating at two different speeds. The candi date received near universal condemna tion for this poor per formance. Two weeks later, the candidate dropped out.

person, but there is a universal preference to silence over verbal pauses.

So how do you learn to overcome the bad habits you have developed in a lifetime of casual conversation? Awareness and practice! How do you achieve this awareness and practice? Fortunately, I have an answer for you: DIA’s own Toastmasters clubs.

You start becoming aware of your own verbal pauses by listening for them in the conversations, both formal and informal, of others. Watch your local news or any unscripted talk show and you will be amazed at the wide range of speaking ability. You will find that Jay Leno, for example, will have virtually no verbal pauses creep into his speech. His guests, on the other hand, are typically not so skilled.

Other places to explore this phenomenon are at your DIA-sponsored Toastmasters clubs, DlALoguers in the Washington, D.C., area and Confidentially Speaking at the Missile and Space Intelligence Center (MSIC) in Huntsville, Ala. Reducing and eliminating verbal pauses is one of the communica tion skills that the clubs teach and does so in a friendly, low-pressure environment. Better yet, attendance at club meetings as a member or visitor is sanctioned by the agency as duty time for DIA employees. Best of all, if you eventually choose to formally join the club, the agency the dues that go to will pay your international dues Toastmasters International.

o bow do you learn to overcome tile bad habits you have developed in a liletime 01 casual conversations Awareness and vractice!”

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In casual conversa tions, people learn they to inject verbal pauses as a defense mechanism do not want the listener to jump into and take over the conversation. A verbal pause signals, “I am not finished speaking, so back off!” In formal conversations, verbal pauses, especially when they are excessive, signal some thing entirely different. Rightly or wrongly, listeners interpret verbal pauses as indicators of insincerity, incom petence or ignorance.

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furthermore, verbal pauses are usually unnecessary in formal conversations. Even when your brain is way behind your tongue, you need not panic. Research at the University of Wisconsin has suggested that listeners are able to tolerate up to four seconds of silence in a formal conversation. The level of tolerance varies from person to

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You cannot correct a problem unless you know that you have one. Your local Toastmasters club is here to help you achieve enlightenment and improve through practice. Stay tuned for announcements for the next meeting.

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HEADLINE

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NEWS FROM NDIC

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CAMPUS BEAT

Career Advancement Through EDUCATION

By Rebecca L. Frerichs and Stephen R. Di Rienzo, MC

Training vs. education: What’s the difference and which is better for this stage in your career? he National Defense Intelligence College (NDIC), soon to be re designated as the National Intelligence University (NIU), is char tered to provide intelligence educa tion to members of the intelligence community (IC). Its programs are focused on national security chal lenges, including the more traditional intelligence goal of understanding adversarial capabilities and inten tions, along with broader intelligence challenges, such as sociocultural trends and conflicts, failed and failing states, terrorism, weapons prolifera tion, and the rise of nonstate actors.

However, education is not merely a force multiplier; it is also a vehicle for career advancement by encouraging intellectual development beyond the static environment that training is geared toward.

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The IC has made ongoing training and education a priority, as outlined by the vision and mission statement posted by the Office of the Director of National Intelligence. But what are the differences between train ing and education, and how can members of the IC identify which is more appropriate for their indi vidual career goals? Blindly signing up for training or taking random courses with the hope that the eventual list of activities will guar antee career advancement is no more valuable than flipping a coin.

Instead, understanding the differ ence between the two and when one is more appropriate than the other can lead to career success.

One way of understanding the differ ence is by thinking of specialization versus generalization. A specialist develops deep knowledge about a topic or area with limited scope that may not have broader application.

A generalist, in contrast, develops broad, conceptual knowledge that can be applied to a specific topic or area. Members of the IC require both at different stages of their career.

Specialization is appropriate as one is learning or solidifying skills for success in their current environment, while generalization is appropriate when looking to advance.

Yet the rapid pace of globalization coupled with the rise of nonstate actors and other nontraditional adver saries means an ever-changing envi ronment. One needs to look no further than the current breadth and depth of uprisings in the Middle East to witness how quickly an environment may change. The ability to quickly adapt to an evolving environment is

the hallmark of what educational programs can offer. In fact, educa tion, through its emphasis on gener alization, serves as the most effective means to engage members of the IC in adaptive critical thinking that few, if any, other forums can replicate or even simulate.

This is not to confuse the very impor tant strengths of both training and education and why they are necessary for the IC to carry out its mission.

But while training is emphasized and reinforced, education is often placed within the larger framework of train ing. This is a mistake. While both are committed to protecting the integrity of collaboration, little attention is placed on how training and education themselves work collaboratively. A specialist adds little to the IC’s under standing of an evolving threat or envi ronment when their understanding is based solely on that static threat or environment. Likewise, a generalist often misses the uniqueness of a spe cific case by becoming too focused on applying a concept as under stood. Developing IC members who are able to work within their specialties while simultaneously drawing on broader concepts in order to adapt and adjust to the current and future environment represents the pinnacle of success ful collaboration between training and education.

Conceptualizing the complex task involved in managing the IC enter prise is less likely to be produc tive in the hands of educational

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HEADLINES practitioners who are focused on what training told them to do. Instead, required are the fluidly instinctive capabilities of Socratic modelers, who are able to assess their training and understand when to move beyond it. In this sense, education is the primary vehicle for career success.

To create an environment that insti tutionalizes success, the IC must first come to terms with the value of intelligence education and have direct buy-in from agency directors. To do this requires a firm understand ing of what intelligence education is and what it can do, as opposed to

overemphasizing training. Only in this manner can the IC justifiably assess at what point more training or more education is better suited to gauge the threats that confront the U.S. today and make strategic sugges tions for the future. ‘

Mandatory Declassification Review Requests: FOIAs in DISGUISE By the FOIA Office and the Declassification Services branch, DA

Declassification is a natural stage in the life cycle of intelligence. he public may request the federal government release classified documents. When this request is made of DIA, a mandatory declassifi cation review (MDI?) is conducted to determine if the release is appropri ate. Like a Freedom of Information Act (FOIA) action, the request is centrally managed at DIA by the FOIA and Declassification Services branch, but final action is ultimately based on the input received from DIA’s subject matter experts (SME5). The agency receives hundreds of MDI? requests annually; collaboration and input from SMEs across the agency is nec essary to accurately respond in a timely manner. Without the insight of these experts, prudent determina tions for release of information to the public could not be made.

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While FOIA is mandated by federal law, MDRs are directed by executive order. Under this order, members of the public can request the release of classified documents, and the release of these documents can be granted if they can be declassified. If the requested documents cannot be declassified, they are not released.

Extensive due diligence is required in order to determine if they can be declassified, sometimes requiring the review of several hundred pages

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of material. The SMEs best positioned to make a declas sification determination are usually the ana lysts themselves. This seemingly increased workload on the very analysts who created the original doc ument can appear to novice analysts as burdensome. More experienced analysts, however, understand declas sification is a normal stage within the life cycle of intelligence, and these efforts support the transparency in government initiatives legislated by Congress and mandated by the exec utive branch.

The FOIA and Declassification Services branch helps reduce the workload. Since the public can only request information through one channel (either a FOIA request or an MDR request), the FOIA and Declassification Services branch limits specific requestors to only one of these channels. When similar requests come from different sources, the requests are consolidated into a single action item. Finally, previous responses on specific MDR topics are provided to the SME, allowing them to review previous work on the same subject and to enhance continuity of our responses.

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So, how does the public become aware of classified documents?

Common ways include the publication of classified report titles in footnotes or bibliographies, agency documents or congressional reports. Additionally, government employees request declas sification of specific classified reports after departing federal service. For example, the agency has received several MDR requests from Donald Rumsfeld, the former secretary of defense.

Responding to MDRs is a central component of our management of intelligence information and requires assistance from across the agency.

Through your continuing effort to respond to requests quickly and effi ciently, we can continue to respond to public information requests in a timely and prudent manner. We appreciate your efforts, and let us know what we can do to support you better. ‘

HEADLINES:

Education: The FORCE MULTIPLIER Dr. Stephen R. Di Rienzo and Wayne R. Hugar, MC

The National Defense Intelligence College is reaching out across the world to bring education opportunities to those serving at the combatant commands.

uring a four-week period from December 2010 to January 2011, National Defense Intelligence College (NDIC) faculty delivered four courses that make up the new graduate-level Certificate of Intelligence Studies in China: Intelligence Concerns to a cohort of 20 military and civilian students assigned to U.S. Pacific Command (PACOM) intelligence orga nizations in Pearl Harbor, Hawaii. The class was held in the PACOM Joint Intelligence Operations Center (JIOC), and this iteration of the certificate was administered and taught under the auspices of the college’s continuing education program. Upon completion, each student received 12 graduate credits, and a graduation ceremony was held to rec ognize student achieve ment. The graduation ceremony was attended by Dr. David Ellison, NDIC president; RADM Elizabeth Train, PACOM director of intelligence; and CAPT Bruce Loveless, PACOM JIOC com manding officer.

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campaign strategies, and Chinese intelligence and information opera tions issues. Students also examine key military, economic and political issues impacting relations between China, Taiwan and the U.S., as well as future intelligence and security challenges posed by China’s evolving military capabilities and moderniza tion within the greater Asian regional security environment.

The successful completion of this cer tificate is the first such NDIC initia tive for a U.S. combatant command.

However, other similar initiatives are in development to meet the educa tional needs of PACOM, as well as other combatant commands, such

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a culture that provides relevant, accessible and continuous education that is standardized, yet innovative.

While maintaining a centralized tie to intelligence agencies and military departments in the United States, the international branch of NDIC will also symbiotically engage with its envi ronment to connect with expertise from other local educational institu tions, namely Oxford and Cambridge universities, and reach into London’s various academia, think tanks and government offices.

Like the main campus in Washington, D.C., the EAC embraces educa tion models that include traditional classroom instruction, web-based technologies and video teleconferencing. Both branches of the college will continue to serve as a forward-education unit and internal U.S. govern ment think tank capable of deploying its expertise wherever and whenever necessary to support solu tions to the challenges facing the nation.

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Together, the China certifi cate and the EAC provide at the national- and theater-teed commands. quality products that support DOD and the IC. Notional Dfcoe lomlligenor College December 2010 to lonuon 20t I By refusing to stay physi — cally bound to one location, NDIC proves that education serves as a force multiplier that can flexibly address as the stand-up of NDIC’s first inter the interdisciplinary and broad national campus, the European nature of the current security envi Academic Center (EAC). ronment. This proactive approach to The China certificate prepares stu customer requirements makes NDIC Located in the United Kingdom’s dents to critically identify, analyze vivacious analytical asset that pro a idyllic Cambridgeshire countryside and forecast current and emerging vides relevant, accessible and contin building and on its proud history of intelligence and security issues that ual education opportunities impacting service to the IC and Department of are faced by the intelligence com both tactical engagement and strate Defense (DOD), the EAC will serve munity (IC) at the national- and gic oversight. Whether it is through as the nation’s premier international theater-level commands. It addresses certificate offerings or degrees outside institution for intelligence education priority intelligence warning, analysis the Beltway, NDIC is here not only to and research outside the continental and collection challenges for China respond to community requirements, United States. including internal stability and gov but to provide a foundation to better ernance, grand strategy and foreign address analytical necessities.

By carefully balancing requirements, policy, military modernization and the EAC will continue to emphasize an&yze and tarccast current and emerging mtcltigcncc and security issues that are faced by the mteffigence community (IC)

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NDU Provides Educational OPPORTUNITIES to DIA

By Eric Hammersen, DIA Executive Representative to NDU and DIA Chair at the National War College

This is the third in a series of articles highlighting education opportunities for DIA employees through the National Defense University. This article features the Joint Forces Staff College, the Information Resources Management College and the College of International Security Affairs.

he Joint Forces Staff College (JFSC) located in Norfolk, Va., became part of NDU in 1981. First established in 1946 as the Armed Forces Staff College, it evolved from a permanent change of station, interme diate-level Joint Professional Military Education (JPME) school to a tempo rary duty institution in 1990 and was renamed JFSC in 2000.

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JFSC educates and acculturates joint and multinational warfighters to plan and lead at the operational level by providing the tools for students to operate in a joint environment.

The JFSC commandant is a two-star general or flag officer. The faculty includes active-duty military officers from all services, tenured Title 10 civilian professors and individuals assigned from across the government, including DIA. JFSC educates nearly 1,300 resident students per year, including an average of 60 international officers, and distance learning programs and mobile training teams reach another 2,200 individuals around the world. JFSC is composed of four schools, each with different student populations and purposes: the Joint and Combined Warfighting School (JCWS), the Joint Advanced Warfighting School (JAWS), the Joint Continuing and Distance Education School (JCDES), and the Joint Command, Control and Information Operations School (JC2IOS). DIA has allocations for student seats at JCWS and JAWS. JCWS is a 10-week, in-residence program that trains graduates in creative and effective planning at the operational level for joint and com bined military forces, and focuses

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on the ability of U.S. government, non-governmental and international organizations to ensure the success of combatant and joint task force com manders. Graduates obtain JPME credit.

JAWS is a rigorous 11-month, inresidence program that develops world-class campaign planners for assignments at combatant commands and on the Joint Staff. JAWS gradu ates earn a Master of Science in Joint Campaign Planning and Strategy and currently receive JPME I or II credit depending on whether they are attending as intermediate or seniorlevel students. Beginning with the academic year 2010-2011 students, JAWS is now designated solely as a senior-level program.

JFSC also offers two, one-week long courses at JFSC or through mobile the Homeland training teams Security Planners Course and the Joint, Interagency and Multinational to enhance opera Planners Course tional planning skills. DIA sends students to both courses and occa sionally arranges for the classes at the DIAC via the mobile training teams.

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JCDES delivers JPME training to reserve component officers through the 40-week Advanced JMPE blended program, composed of 37 weeks of advanced distributed learning through online studies and three weeks in residence, and senior enlisted members through the

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40-hour, self-paced, online Senior Enlisted JPME course.

JC2IOS offers the Command, Control, Communications, Computers and Intelligence (C41) course spon sored by the Joint Staff and J6, together with the Joint Information Operations Planning Course and Joint Informations Operations Support Course sponsored by the Joint Staff and J3.

The College of International Security Affairs (CISA) The College of International Security Affairs (CISA) became NDU’s fourth degree-granting institution in 2007 and its fifth college in 2008. CISA is NDU’s focal point for interagency and international security education, promoting a common understanding among agencies, nations and military services. Located in Lincoln Hall on Fort McNair, CISA’s mission is to provide selected military officers, inter agency civilians and interna tional students with a common knowledge of national and mul tinational strategic challenges across multiple threat environments.

Qualified students enrolled in the 10-month, full-time program from U.S. government departments, agen cies and congressional staffs and military and civilian representatives of the international community in the Washington, D.C., area earn a Master of Arts in Strategic Security Studies.

The curriculum offers a strategic per spective on the global threat environ ment; the rise of newly empowered and politicized ideological movements; the relationship between political objectives, strategy and all instru ments of national power; and the

H E A D L I N ES roles of power and ideology. Through seminar participation, independent study and the research and writing of a thesis, students develop strategies for working with other agencies and with members of the international coalition. Through a combination of theoretical and practical learning, the program prepares professionals to develop and implement national and international security strategies for conditions of peace, crisis and war.

The Information Resources Management Coflege (IRMC)

Four areas of concentration are cur rently available: counterterrorism, conflict management of stability oper ations, homeland defense and inter national security studies. Students take core courses and electives in addition to their area of concentration.

The master’s degree can be tailored to meet the needs of the student and the parent agency. Seminars, which rely on deliberative interaction among diverse interagency and international participants, are offered at convenient times throughout the day and evening, year-round.

The college enrolls more than 3,500 military and civilian students annu ally. Graduates can earn nine to 15 credits toward graduate programs at 25 partner universities. Among the certificates offered by IRMC are:

CISA is also home to NDU’s International Counterterrorism fellowship (ICTF) program. The ICTF program is the flagship of the Department of Defense’s Regional Defense Combating Terrorism Fellowship program. Each year CISA receives more than 30 counterter rorism specialists from its coalition partner countries.

The Information Resources Management College (IRMC) is one of the newest components of NDU. Located in Lincoln Hall on Fort McNair, IRMC prepares leaders to direct the information component of national power by leveraging informa tion and information technology for strategic advantage.

The Chief Information Officer Certification program, aligned with the Clinger-Cohen Act of 1996, provides leaders with the necessary expertise to leverage information in their organizations. The ClO Certificate is awarded upon comple tion of eight intensive courses (offered both in-residence and through distributed education) or the 14-week Advanced Management Program.

• An Enterprise Architecture (EA) Certification program, which provides the skills to lever age enterprise architecture policy, methodology and models to achieve streamlined processes and net-cen tric operations. The EA Certificate is awarded upon completion of a seven-course program.

• An Information Technology Project Management Certificate program of six courses that prepare graduates to lead complex IT and software projects by apply ing advanced program management concepts.

• Three Information Assurance Certificate programs, including a Chief Information Security Officer Certificate.

• A Chief Financial Officer Certificate program for the gov ernment financial management community, including person nel who work in accounting and finance, budget formulation and execution, cost analysis, auditing and resource management. The program focuses on current and future challenges and opportunities facing government, best practices, strategies of financial management and the changing role of CFOs as organizational leaders of 21st century government.

The college is in the process of gaining accreditation for its own master’s degree program. Though the IRMC contributes to the JPME at NDU, grad uates of IRMC do not currently qualify for JPME certification. DIA civilians may sign up for either resident or dis tributed education courses offered by IRMC without applying through the Training and Education Committee. ‘

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•:HEADLINES

Detachment of the Month

Sfr

Force Protection Detachment THAILAND

By William Micik, DX

FPD Thailand advises that there are no known regular threats to Department of Defense (DOD) per sonnel, but visitors are advised to be wary of a variety of street crimes, with petty theft being the most common.

Americans, however, are not specifi cally targeted by street criminals.

Country Highlights This issue’s post spotlight falls on the Force Protection Detachment (FPD) attached to the U.S. diplomatic mission in Thailand. The FPD opened March 15, 2004, and is located at the U.S. Embassy in the capital city of Bangkok, a celebrated and legend ary city whose current population is about 10 million people.

Most Thais are opposed to political extremism, but weapons and explo sives are readily available in the country. Pockets of Muslim extremism can be found in southern Thailand, where bombings can be almost a daily occurrence. Muslim extremists are quite active in the provinces of Yala, Pattani and Narathiwas, and in the four districts of Song-kla.

Thailand, known throughout the world as the Kingdom of Elephants, has a traditional founding date of 1238. A unified Thai kingdom has existed since the mid-l4th century, but the actual name Thailand only dates back to 1939, when the country officially became known as the Kingdom of Thailand. For hundreds of years prior, the nation had been known as Siam.

Thailand’s cool season runs from Detachment Highlights November to February, making it The Bangkok FPD office is somewhat perhaps the best time of the year to 4cetus1y identified by its nickname, visit. Its hot season spans March to “YAK.” The yak is also the representa June and is known for punishing heat five Symbol for the unit, since ancient and humidity. Once the hot stretches Thai legends say the yak represents end, the rainy season kicks in, startstio and anxious guards who will ing in July and lasting through protett all from evil, dark figures and October. Thailand’s rainy season is malicious spirits. dominated by the southwest monsoon This FPD unit, like its 40 counterparts during which time rainfall in most of has the important aro Thailand is at its heaviest, though the ig a variety of mist seem country southern sectors of the U.S. personnel to get the worst of this weather then r an pattern every year.

The United States and Thailand have enjoyed close relations since the World War Il-era. This bilateral warmth has been reflected in several key treaties and by both countries’ participation in multilateral activities and agreements at the behest of the United Nations.

The people of Thailand are warm, friendly and extraordinarily hospi table. The Kingdom of Elephants is brimming with historic attractions, and as such, an abundance of inter national tourists flock to the country year-round.

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H EADLI N ES Traveling to Thailand? Contact FPD. Greg Miller, Agent-in-Charge millergs@state.gov Doug Robinson, NCIS dorobinsncis.navy.mil Charles Miles, AFOSI milesCE@state.gov

Bangkok-based FPD members are constantly on guard to pinpoint and assess potential threats and vulnerabilities on behalf of DOD personnel who travel through Thailand on their way to and from strategic points across Asia and the Pacific Rim. Detachment members ensure the safety of service members, seagoing vessels, aircraft, stationary U.S. facili ties in-country, and U.S. military and government property.

During 2009 FPD Thailand provided counterintelligence and force protec tion support to 46 ship visits and 358 DOD aircraft landings, with a total of 48,667 transient personnel. Calendar year 2010 was almost equally busy, with FPD support provided to 43 ship visits and 450 DOD aircraft land ings, for a total of 44,183 transient personnel.

It’s always a major event for the host nation and for an F PD when a U.S nuclear aircraft carrier makes a port call. The October 2010 visit of the nuclear super carrier USS George Washington to Pattaya, Thailand was a monumental event for the country and for the FPD with the ship’s crew of 3,200 and air wing personnel totaling 2,480. Detachment members lever aged their network of law enforce ment and security contacts in the Pattaya area to provide timely security advice, assessments and briefings to the George Washington’s staff and crew, and to make completely certain that the carrier’s visit was safe and incident-free.

Host government agencies are joined at the hip with this FPD, and the special relationship between the governments

of Thailand and the United States has created ample opportunities for a large number of military-to-military engagements each year. Over the years, FPD Thailand has been involved in coordinating the improvement of local government processes for securing and handling bomb scenes and investiga tions that may need to be launched fol lowing any such violent incidents.

FPD Thailand is currently staffed with experienced counterintelligence agents from the Army, Navy and Air Force, and each staff member provides full counterintelligence support as they conduct their daily duties in Thailand.

The office is headed by Army Special Agent Gregory Miller. A former Marine and fluent Thai linguist, Miller is able to draw from his seven years of experi ence as a Naval Criminal Investigative Service (NCIS) analyst and his four years in Army intelligence. Douglas Robinson brings eight years of NCIS experience to FPD Thailand, plus an additional six years as a South Carolina police officer and six years of service in the Army National Guard.

The team is rounded out by Charles Miles, who has 10 years of Air Force Office of Special Investigations (AFOSI) experience. The entire office is kept unfailingly efficient by the efforts of office adminC istrator Lourdes Romero, who handles quality control, manages agents’ calendars and deconflicts all FPD activ ity to ensure office personnel are aware of daily requirements and activities.

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If you find yourself scheduled to conduct DOD activity in Thailand as a member of an exercise, such as MEDRETE, be sure to contact the FPD before and upon your arrival to obtain the most recent threat information affecting DOD elements.

FPD Thailand Nets a Fugitive Force protection detachments are occasionally requested to conduct leads on Defense Department investigative cases because they benefit the most from day-to-day contact with host government law enforcement agencies. FPD Thailand was called in to work the case of the Air Force Office of Special lnvestigatio&s number one most wanted subject, who was suspected in the 1 994 murder of his eight-monthpregnant wife at Travis Air Force Base, Calif. The suspect had eluded capture for some time and was believed to be hiding out in Thailand.

As a result of media blitz and press availability conducted by the staff of the embassy in Bangkok, a woman in northern Thailand reported that an individual meeting the suspect’s description was employed as a painter in her town. investigation and a series of interviews by the Royal Thai Police resulted in the suspect’s eventual detention, Subsequentquestioning and identification. The suspect, TSgt Saner Wonggoun, was taken into custody Nov. 2, 2006, after running and hiding for about 1 2 years.

Wonggoun was later transported to the U.S. for trial.

FPD Thailand was highly commended for its excellent efforts to help resolve this situation and bring a fugitive to justice.

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Kristi Waschull, cc,

By the Communiqué Staff, CP The Communiqué staff sat down with Kristi Waschutl, the deputy director for Human Capital (HC), to talk about talent management, teadership development, the work force of the future and the Defense Civilian Intelligence Personnel System (DCIPS) transition.

Kristi Waschull, deputy director for Human Capital Waschull was appointed the deputy director for HC in April 2010. Previously she served as the director of the Human Capital Management Office in the Office of the Under Secretary of Defense for Intelligence (0 USD(I). During her federal career, Waschull has held various leadership positions in mission services, human resources, financial management and strategic planning before being selected by DIA for the Defense Intelligence Senior Executive Service in February 2005.

COMMUNIQUÉ: In his recent interview with the Communique, DIA Deputy Director David Shedd talked about building the work force of the future and strategic work force planning. LTG Burgess also spoke about it in his March town hall. How do you see the generational demographics changing at the agency and how will it impact our future?

MS. WASCHUL’ We have four gen erations working at DIA, and it’s been that way for quite a while now. As we shape the work force of the future, we

Our current work force is predomi nately composed of baby boomers and Gen Xers. I don’t think that’s unique to DIA; it’s representative of the larger working population. We have seen the percentage of Gen Yers (also known as millennials born after 1/1/1980) increase over the past five years. Right now we have 14.2 percent in that category, and we’re seeing those per centages increase as more of the mil lennials enter the work force. I think that’s a good thing. We need to ensure that we have a diverse group of entry-

is one of thos’ “Leadership unh,ersal skills that allow an organization to be agile. responsh,e, and perhaps most importantly, to enable t to deal with change.” .

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will need to ensure that we are embracing the full skills and abilities from each those four generations. I think this is a unique opportunity to capitalize on a wide set of diverse perspectives and energies that will significantly contribute to our all source analysis mission.

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level employees coming on board who are fully engaged and developing in their careers.

We also still have representation from it’s a small the “silent generation” percentage of our work force, and it will continue to shrink in the years ahead. We need to take full advantage of the knowledge, experiences and expertise of those who are more senior in their career before they choose

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to move on to the next stage of their life. However, I don’t see us losing our fourth generation construct anytime soon because the next generation, Generation Z, will arrive before the baby boomers retire.

I look at the work force from a very holistic perspective and want to ensure that the human capital system is well integrated, and we don’t have an imbalance with our strategies for hiring, training and retaining talent.

We also must provide our managers with the right tools to develop and motivate their work force. If the system is working as it should be, today’s new entry-level hires will progress into fullperformance, then senior, then expertthey level professionals and leaders are the work force of the future. I have been in conversations with my col leagues to make sure that our actions today are helping us anticipate, shape and develop the needed skills of the future and improve our career man agement capabilities.

COMMUNIQUÉ: We’ve heard about HC taking an active role in driving talent management. Can you share what HC is doing to support directorates in shaping their work force and support ing career development?

MS. WASCHULJ We’ve heard in the annual HC survey that career advancement and opportunities are important to our work force. That’s we’ve brought in a understandable

lot of new and junior talent over the past several years, and a majority of those new employees are new to government and want to understand how they can truly perform and be successful in their current job and in their long-term careers. As a result, we have been working hard to develop the overarching frameworks to define those career paths at the occupa tional level. The chief of staff recently signed a DIA Career Program Manager (CPM) instruction to operationalize this effort. This is a governing instruc tion that solidifies the roles, responsi bilities and processes to support rich, rewarding, robust and relevant careers for each of the 17 occupations (and more than 78 specialties) we have at DIA. Each one of those occupations has specific competencies, skills or on-the-job experience that define what it takes to be entry-level, full-perfor mance, senior or expert in that field.

As part of the agency’s career program manager’s construct, each of those occupations has a CPM or subject matter champion, be it in human intelligence, collection, analysis or administration. We are working with the directorates and commands to identify these CPMs and then working with those managers to document and develop career learning roadmaps and career path guides that can be used by managers and employees alike to help plan for the next stage of an indi vidual’s career.

COMMUNIQUÉ: What rote does leader ship development ptay in DIA achieving its mission?

MS. WASCHULL: I think leadership is one of the key skill sets that enable mission success. It is one of those universal skills that allow an orga nization to be agile, responsive, and perhaps most importantly, to enable it to deal with change. Leaders are seen at all levels we all become leaders the minute we walk in the door and they set the tone of the culture of the agency.

from nonsupervisory employees who have interest in leadership all the way to our senior executive service corps. We have a superb Leadership Academy, and we’ve instituted development training and experiential opportunities that really stress the individual, team and organizational aspects of leadership. All are critical and play different roles at different parts of an employee’s career journey. I’m hopeful that the graduates of all those classes go back to their offices and share what they’ve learned and contribute to defining our culture within the agency.

We look to that leadership to ensure new talent that has come on board is energized and engaged and that they can envision a career at DIA. We look to leaders to help us shape the work force of the future. .

COMMUNIQUÉ: How does joint duty encourage greater collaboration, and how does it factor into someones overalt career progression?

MS. WASCHULL: Joint Intelligence Community Duty Assignments (JDA) are an effort across the intelligence community (IC) to improve the effi cacy of the IC. It instills collaboration and a broader understanding among our IC professionals of the value and contributions of each of the various IC organizations. This program is approaching its fourth year, and we need to continue to improve upon those opportunities and add rigor and standardiza tion to the JDA program. However, I think it is already having a posi tive impact by improving trust

and integration throughout the IC. You achieve some of that integration simply by experiencing each other’s lives and working within their cultures and organization I recently had my own joint duty expe rience. I did a year in OUSD(I), and the breadth of understanding that I gained of the larger department’s policies, practices, the various equity holders and what it takes to make wellit was a very informed decisions eye-opening experience for me, and I wouldn’t have gained that without my joint duty time. I say with great confidence that anyone taking part in a joint duty assignment walks away with an invaluable experience. It’s an opportunity that will improve their ability to better understand a problem set or see a conversation from a differ ent perspective. When there is a need to collaborate on an issue, they have a broader network of individuals to call. You gain a greater environmental or situational awareness and a height ened understanding of how what we do in our day-to-day job fits into the larger picture.

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IC policy states that it is a require ment to serve in a joint duty capacity to advance to the senior executive or senior expert level, though that joint duty can be either during your time at DIA or something equivalent prior to

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We hear the director say people are our most important asset, and it is up to all of us to ensure our behavior emu lates that. We have invested a lot of time and energy in the agency setting up a leadership training curriculum that spans the work force spectrum,

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your arrival. Those who do have that aspiration need to consider it as they do their career planning. It’s a bal ancing effort with regard to how many of our work force are out experiencing a joint duty assignment and how many opportunities we have to offer at DIA. That’s some thing that HC is trying to manage across the Agency.

trained, capable and developed to not only execute their current job, but the future ones as well. Will it change?

Possibly, in some shape or form, but that’s just a part of normal business practice. I’m optimistic that training will always be a required investment in our people.

COMMUNIQUE: How do you think the tight budget con straints are going to impact training dollars?

MS. WASCHULL: We realized for many years that we are only successful in the intelligence business if we have a solid understanding of our opponent or enemy. That knowledge comes with an understanding of not only a foreign language, but also with expertise in the region and culture under our purview.

So, how do we do that? Within DIA, we have invested in foreign language for we incentivize foreign some time language capability through Foreign Language Proficiency Pay (FLPP) and offer scholarships to improve language

MS. WASCHULL: We’re entering times of significant fiscal constraint, and we need to look at the agency holistically, not only in per formance and core mission, but in the value brought to the mission by enabling com ponents. People are our most important asset, and train ing is a key part of that

COMMUNIQUÉ: DIA’s consolidating language regional expertise and culture into one organization. What effect is this going to have in DIA?

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“We realized for many years that we are only successful in the intelligence business if we ha,e a solid understanding of our opponent or enemy” equation. Ensuring that our personnel are developed to do the task at hand and prepared for the future are key considerations in our budget. Within HC we are always looking at where we can be more efficient and effective. The feedback on our training is critical and built into our processes. E-learning, train-the-trainer and mobile train ing teams are examples of where we’ve already pushed efficiencies, but there is always room for continued improvement.

I’m confident that no matter how much we tighten our belt, our leader ship realizes that we’re only able to perform our mission and be success ful if our people are well-equipped,

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skills. We also offer a number of train ing courses to sustain and enhance those languages critical to our mission.

We have also recognized the need to establish an Afghanistan/Pakistan (AFPAK) regional expertise train ing capability to support our current theater activities, and that gave us a great model that we can expand to other regions to increase capability within our analytic core. We’ve taken our investment in language, regional expertise, and culture and combined called them into one organization the Language, Regional Expertise and Cultural Center (LREC). By doing that, we have a center of gravity and can better assist our intelligence mission

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owners with whatever their require ments or challenges may be. We can consolidate those resources, approach the problem holistically and gain some efficiency.

We must ask ourselves, once we train and pay someone to maintain that language, how are we using that capa bility? It’s really the end-to-end man agement of not only solving the skill need, but then tracking the language and regional expertise capability devel oped and applying that talent to what ever challenge comes our way. We’re excited about this program, and we may be able to serve as a very strong pilot for the rest of the IC and defense intelligence community.

COMMUNIQUÉ: We understand that

the Defense Counterintelligence and HUMINT Center (DX) conducted a foreign review last year and organiza tions came back with requirements.

With the foreign language program as a pad of the LREC, how has HCpostured to help meet those requirements?

MS. WASCHULL: The director has recognized the emphasis in the com munity and the department on the value of foreign language and regional expertise. He charged HC to develop a DIA foreign language plan to better capture the requirements now and in the future, and to adjust our human capital system for recruiting, training and retaining those skills. The LREC is a management mechanism that we’ve instituted to help sufficiently manage this task. By refreshing our demand signal, we went from 81 to about 800 requirements in a variety of languages. It’s a multiyear evolution that will help us better understand the needs of the customer, the skill level they need and how we’re going to train, develop and nurture those skills throughout the agency. The evolution path will also allow us to fine tune our recruiting efforts. We can target national language flagship universities and go after the critical languages in the areas that we will need in 2015. Chinese, Farsi, Urdu, Arabic we knew we had require ments there and now we have a more specific target that we can go from.

The new program also allows us to better utilize the investment in train ing that I mentioned, so that we are —

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EXECUTIVE VISION sending the right people to the right training. Mission demands and needs are not only in the here and now, they’re in the future, and language and regional expertise are a big part of shaping the future work force. It’s a multiyear lead time to develop language and a deep regional expertise. There are things we need to do today; there are vacancies, positions, employees we need to recruit and train to ensure that by fiscal year 2015 we are meeting those goals.

This area is high on the agency’s pri ority list. Our partnership with DX and the Directorate for Analysis (DI) is very strong, along with the combat ant command joint intelligence opera tion centers, and I’m confident we are on the right path to meeting these requirements.

COMMUNIQUÉ: How are we preparing to move our DCIP$ civilian employees to a GG grade/step pay?

MS. WASCHULL: The Defense Civilian Intelligence Personnel System, or DCIPS, is the statutory authority that grounds our entire civilian human capital frame work and is on every one’s mind yet again as we transition our civilian work force from pay bands to GG grades and steps. At times, people confuse DCIPS as being our compensation structure and perfor mance management processes. DCIPS is much more than that, and as we move to a GG grade/step compensa tion plan, we need to be aware that DCIPS in the larger sense guides our recruitment policies, our corporate competency framework that defines our occupations and work levels, our processes for recognizing and reward ing employees, and virtually every other part of our human capital process.

We are part of a larger DCIPS com munity that is managed by OUSD(I).

Before we actually start the transition in the fall, they have asked all of the defense intelligence components to demonstrate they’re ready. We have conducted three pilots to test the process for how we transition to GG one internally grades and steps to HC, one with U.S. Transportation Command (TRANSCOM), and a third with the Missile and Space Intelligence Center (MSIC) that was completed in —

“lVlission demands and needs are not only in the here and now, they’re in the future, and language and regional e3cpertise are a big part of shaping the future work force” March. So far it’s gone very well; we’ve found that 90 percent of the position descriptions have been accurate. We also found that there was more than 90 percent agreement between the HC recommendation and the manager’s perspective when managers looked at positions and HC shared its proposed alignment of employees to positions and grades. The other 10 percent of the positions will need additional con sideration, which is understandable.

That 10 percent is where we plan to focus our energy.

are evidenced not only within DIA, but across the defense intelligence commu nity. We also set up a way to reward and recognize true performance through annual appraisals and other forms of recognition. I want us to con tinue to lessen the emphasis on DCIPS as a performance appraisal or bonus system and think more holistically about the human capital architecture that allows us to manage, train and retain all those forces.

While we were doing our pilots, we’ve been developing a very strong readi ness plan and a communications plan for our managers and the work force.

While the transition mechanics are important, more so is the fact that all of us within DIA are undergoing a major change yet again and need to be aware of what the change means to us individually as well as to the whole organization. OUSD(I) still envisions the DCIPS policies being fully in place through the department coordination process, and ready to be submitted to Capitol Hill no later than September.

Upon approval of our readiness plan, we will be allowed to actually execute our transition at the end of September.

We are still on track with that date.

Prior to actually turning the switch, all employees will receive a notification of what their situation is.

MS. WASCHULL: I have been a member of DIA since 1991 when I joined the ranks as an entry-level hire.

I wouldn’t trade a minute of time here at the agency for any other career. I have held assignments in a number of directorates and in a number of occu pational series and job titles. The range of career opportunities within DIA is unmatched in most other organiza and it is only bound by what tions you make of the opportunities that present themselves to you or that you choose to make happen. I am honored to serve in my current position and service help assist our work force members, active duty and reservists, to get as well as our civilian cadre the most out of their career and con tinue to draw value and satisfaction from their daily contributions to our mission. I am positive on DIA, positive in our future, and very positive about our people who make great things happen every day in support of our nation and our coalition/international partners throughout the world.

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I can’t stress enough that post-tran sition, DCIPS will remain our person nel system. It helps us attract, train and retain the right talent. DCIPS competencies, common occupational structures and common career paths

COMMUNIQUÉ: Is there anything else you’d like to add?

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•:BUI[DING a Better Future

INNOVATIONS in Learning Beyond the Classroom

By Russj. Spaulding and Megan A. Elliott, HC

Using social media tools is expanding the way students learn and connect.

he first picture that normally comes to mind when hearing the word training is a defined event or course of instruction, often in a class room outside our normal work routine, led by an instructor who is expected to know more than the students.

Close behind may be computer-based training where you log in to a course of study, read the definitions and sce narios, take the test, and get back to work, hoping something you learned

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organizational capacities for accom plishing our various missions.

A growing number of Office of Learning and Career Development (HCL) instructors and faculty members recognize limitations of this mindset and have adopted a more comprehensive approach that consid ers learning as an ongoing journey rather than a discrete event. They see a globally dispersed work force in a

Learning Philosophy Pre Prior to structured event

Event Structured learning event

Post Beyond the event

the actual event. More instruc tors and faculty are leveraging the plethora of technologies available to the work force to expand their influence beyond the classroom and into the actual work environment of their students. HCL’s Professional Development Day held in January provided a forum for instructors and faculty to share and discuss innova tive ways to integrate a number of Department of Defense Intelligence Information System (D0DIIS) social media tools into their learning strat egies. J-Space, Intellipedia wikis, SharePoint, TagConnect, Inteldocs, Jabber and eChirp are just some of the tools identified to strengthen guided experiential learning.

for example, the Measurement and Workbooks, Workbooks, Signature Intelligence Guides & Guides & Instructor-led Manuals Web Resources Slides Manuals Web Resources Slides (MASINT) team of the Classroom Collections Training Prerequisite Games/Sims Community Prerequisite Games/Sims Community Virtual Branch (HCL-5C) has Web-based of Practice Web-based of Practice Classroom Training Training leveraged the collabora Computer-based Computer-based Training Discussion Training Discussion tive aspects of the Joint eLearning Mentoring Board Mentoring Board Intelligence Virtual Social Media Social Media Umversity (JIVU) and Job Aid Video Job Aid On-the-Job Video Training SliarePoint to pilot an Pod/Cell Cast Pod/Cell Cast Supervisor Supervisor innovative social media Involvement Involvement alternative to a tradi tional training course.

Apply appropriate instructional media Realizing the difficulty of having students from Transfer Retention Levelsetting around the world attend an in-residence training course on the National The Provost Division’s (HCL-l) learning philosophy rests on the premise that the real value of any MASINT Requirements structured learning event is Contingent upon a larger context far beyond the classroom. This context is best understood within a forward-moving journey of knowledge retention and transfer critical to System, the team job performance. designed a course that can be delivered digitally. rapidly changing digital age, demand After enrolling in JIVU, students sticks. We traditionally think of train ing what only a continuous learning are granted access to a SharePoint ing or learning as a discrete event portal that hosts several video train with a defined beginning and end that philosophy can provide. ing modules featuring realistic digital includes specific learning objectives This philosophy highlights the impor avatars that walk students through designed to improve some aspect of tance of what happens before and the process of generating a MASINT our performance. This event-centered In the fact, after a training event. collection requirement. The site’s mindset is necessary for accounting influence an instructor has on what discussion boards serve as a digital purposes, but is often not sufficient happens before and after a train home base and provide students for improving our individual and ing event is what makes or breaks —

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BUILDING a Better Future access to instructors and fellow stu dents to aid in the learning experi ence. Delivering the course in this format offers a self-paced learning environment that permits students to remain engaged in their day-to-day mission and increases the retention rate of knowledge they have acquired.

Gary Ryan, the program manager for the Today’s Intelligence Leaders course and the Senior Intelligence Professional Seminar, has engi neered SharePoint to become a de facto “alumni center” for graduates of his courses. The course has specific sites that serve as a central focus point for students as they migrate into their various agency elements and work centers. The SharePoint sites also serve as an enterprise-wide focal point, allowing former students to continue their development of personal and professional networks.

They are updated at the end of each new course iteration, offering former students a central location to find rel evant, timely information.

Che Russell has incorporated eChirp and Intellipedia into his Community Collaboration Course (C3), exposing

participants to one of the newest collaboration tools available to the intelligence community (IC) and the larger national security community.

Additionally, eChirp provides the ability to share quick thoughts and ideas before and after the C3 class room event. Unlike e-mail, the power of eChirp is creating a community of interest to exchange experiences and expertise.

Robert Silaghi used Intellipedia as a forum to gather opinions on the open-source intelligence collection management process from experts in the IC and at combatant commands for course development. He integrated these inputs into a user manual and created a training course on the topic. Intellipedia was the preferred medium because it provides a central ized space for a collaborative discus sion with multiple viewpoints and a chronological record, while negating the temporal and spatial limita tions of the geographically dispersed participants.

Mark Wise has found Inteldocs to be a highly valuable time-saving applica tion to simplify and lighten the typical

administrative burden all instructors face in trying to maintain up-todate content and reference materi als for their courses. By linking to Intellipedia, he has global access to his material whenever he deploys on a mobile training team. Once familiar ized, Wise found more valuable time to focus on dynamic course delivery.

These are only a few of the instruc tors and faculty members taking advantage of all the existing tech nob gies and social media in the DoDIIS environment beyond the classroom.

In this case, innovation is an onward and upward journey of value creation, involving the sharing of incremental experiments within the context of social networks. Through the use of these tools, opportunities are limit less for instructors and faculty to exchange knowledge with students before and after the learning event, providing rapid and tactical improve ment to our capacity for mission accomplishment. For more on the dynamic development of continu ous learning beyond the classroom, visit http://www.intelink.ic.gov/wiki/ Social_Media jraining_Integration_ Page on JWICS. ‘

What’s in a Name?

Understanding the Foreign Language Transliteration Problem

By Nicholas A. Bemish, HC, and Brian Roberson, Basis Technology

Transliteration standards provide common ground for translating documents across the intelligence community. o deal with the huge amount of variation in foreign language transliteration systems, Section 352 of the Intelligence Authorization Act of 2003 directed the U.S. intel ligence community (IC) to develop “a standardized method for transliterat ing into the Roman alphabet personal and place names originally rendered in any language that uses an alpha bet other than the Roman alphabet.”

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In accordance with this act, IC trans literation standards for several nonRoman script languages have been developed and adopted. For finished intelligence reports and products, every member of the IC must comply with IC-wide transliteration stan dards developed for consistency and readability by nonlinguist consum ers. In most cases critical pieces of information in actionable intelligence

Communiqué

Transliterate: To represent letters or words in the cor responding characters of

another alphabet.

Webster’s II New College Dictionary

Example: The Russian 51 letter is usually transliter ated in English as “ya” or

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•:EUILDING a Better Future are names, entities such as people, organizations and places. Rendering those named entities into Roman characters for reports, transla tions and operational information exchange is challenging, as there are multiple and different transliteration or Romanization systems in use for spelling native terms in English.

In 2006 DIA, through the use of the CIA In-Q-Tel Research and Rapid Development Contract program, funded the development of a multil anguage application suite that supports collection and dis semination require ments across multiple deployed elements in and outside the conti nental U.S.

requiring adherence to exacting standards) to free linguistic experts to do what people are good navigating irregu at larities in data and intel ligently checking the output of computers.

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The by picking the correct native spelling in a crucial tool for U.S. names of the 93,000 the fields show the output as it is composed. This view shows the basic intelligence agen in Arabic members SOl feature. transliteration tool as a Microsoft Word plug-in cies charged with in three days; however, accurately processing the names only existed Center is single-point access to dic massive quantities of materials in as poor English transliterations. tionaries and databases (either pre foreign languages critical to national By leveraging the Transliteration loaded or user-loaded), including the security concerns. For example, if a Assistant, the average translation CIA’s chiefs of state database. The person’s name can be transliterated time was reduced from 10 seconds Arabic Editor is a multifunctional to “Abdul Rasheed,” “Abd-al-Rasheed” to three seconds per name as the text editor, in which a user can type or “Abd Ar-Rashid,” it’s unlikely a software spared the three linguists Arabic or Persian from a standard search will find all three variants. having to retype each name in Arabic.

Western keyboard. Additionally, a Instead, they just checked the output Through funding sponsorship by built-in Arabic-to-English diction of the software, completing the entire the Office of the Director of National ary allows quick gisting of Arabic translation task as ordered and in Intelligence, DIA has licensed the documents. Finally, Geoscope, a map significantly less time and with less HighLight Language Analysis Suite viewer, finds locations in the Middle cost. translation from Basis Technology to enable East based on approximate spelling of hundreds of analysts across agen The HighLight Language Analysis place names. Locations are shown on cies to collaborate more easily and Suite is fully supported in applica Geoscope’s electronic maps or userboost productivity of linguists in the tions including Microsoft Word, Excel loaded maps. critical languages of Arabic, Dan (an and Access. HighLight by no means Linguists with both near-native profi Afghan dialect of Persian) and Pashto eliminates the need for qualified lin ciency and appropriate clearances are (another language of Afghanistan) guists, but it is a force multiplier that a scarce resource in the IC. Incoming all three of which are written in the goes a long way in promoting collabo data is often voluminous, unstruc Arabic script. Every name the tool ration and helping to connect the dots tured and in multiple languages. processes will always be consistently between disparate data sources. For Furthermore, various IC members translated, and thus consistently more information on HighLight or to use different transliteration stan found in keyword searches. obtain access to HighLight licenses, dards; at least four variations are in submit a help ticket through eRe the features quartet The software active use just from Arabic to English questor or contact the Directorate for Transliteration Assistant, which and, in the field, approximate translit Capital’s foreign Language Human plugs into Microsoft Office. It auto erations are widespread. HighLight is Expertise Division (HC/ Regional and matically converts Arabic, Dan and very effective at tackling this problem. at https://www.

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BUILDING a Better Future:

lED Battle Drill: Are you TOUGH ENOUGH?

By William D. McConnell, Di

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Preparing troops and civilians to encounter IEDs in-theater has taken a new turn with the High Mobility Multipurpose Wheeled Vehicle.

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he Department of the Army has produced a new and innova tive training tool that integrates Hollywood with the real world. The High Mobility Multipurpose Wheeled Vehicle (HMMWV) crew training simulator features 270-degree seam less motion picture, integrated sound, motion platform and real-world effects. The HMMWV sits inside a semitrailer on a hydraulic platform, while a simulator plays a real-world scenario. The vehicle is an exact replica of one in current theater setup, and if you do not do your job, you get “hit!”

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The HMMWV will teach troops of all branches and Department of Defense (DOD) personnel how to recognize improvised explosive device (lED) observables and signatures. It also lets troops experience an TED event in a realistic but controlled environment and allows participants to practice performing correct combat proce dures during and after an lED event.

The exercise is captured on audio and video so the combat team can review what they did correctly and what needs to improve.

Having deployed to Iraq, I was appre hensive about getting “blown up.” The staff operating the trainer was very helpful and made sure we understood all of the procedures.

The objective of this training is to enhance survivability in-theater, and the HMMWV meets that objective.

The clarity of the high-definition video

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Additionally the cost savings in equipment, time and ability to train personnel prior to deployment on current tactics, techniques and pro cedures proved invaluable.

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The HMMWV simulates views from intheater, similar to the actual view through a HUMVEE’s windshield seen here. and the surround sound made the experience extremely realistic. This emersion quickly put me back in the zone trying to recognize observables and signatures of TEDs, and what actions to take upon contact with an lED. Some immediate benefits of this highquality training are enhanced indi vidual and collective team skills and improved battle crew efficiency during combat stress. This simulator has the ability to adapt to all levels of experi ence and team-building requirements.

After completing our drill (and, yes, we missed our observables and got hit), I had a whole new respect for what I needed to be looking for. For me, team building was the most ben eficial aspect of this training.

By experiencing an lED in a con trolled but realistic environment, the crew was able to conduct its casualty assessments, communicate what happened and get back in the fight faster.

These drills and equipment save lives and are an excellent example of how training simulators can better prepare combat personnel. It will also help DIA civilians better understand the combat environment.

For more information about training sites, contact Rick Travis, director of Combat Training and Simulations Division, at (760) 954-6135 or e-mail rtravistrlleaders .com. ‘

•:BUILDING a Better Future ..

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ODNI Analysis 101 Program Hits 3,000th STUDENT MARK

By Dr. Robert E. Morris, HC

ODNI Analysis 101 graduates its 3,000th student.

he Office of the Director of National Intelligence (ODNI) Analysis 101 program, for which DIA is the executive agent, reached an impressive milestone with the grad uation of its 3,000th student Jan. 14 at the SAIC training complex in Tyson’s Corner, Va. ODNI’s Deputy Director for Intelligence Integration Dr. Peter Lavoy and DIA’s Deputy Director for Human Capital Kristi Waschull attended the ceremony and awarded a special certificate to Marjorie Deremo, Air Force Intelligence Agency, who was selected as the symbolic 3,000th graduate.

ODNI Analysis 101 is the intelligence community’s (IC) flagship entry-level course for new intelligence analysts.

It provides the opportunity for all agencies to start their new analysts with a basic foundation of analyti cal skills. It’s also an efficient means of promot ing basic analytical tradecraft consistency across

the IC, an important part of the effort to improve analy sis. The intent of the course, created in response to 9/11 events, is to enhance the ability of each analyst to think critically when analyzing intelligence information and to introduce the concept of jointness while working as a member of the IC. “Training our new analysts in basic critical thinking and tradecraft skills is essential for the success of our commu nity,” said former Director of National Intelligence Michael McConnell, who established the program. “Conducting this training in a joint environment provides the added benefit of instilling a sense of community in our analysts at the beginning of their careers.”

By working closely with peers from other agencies, new analysts acquire an interagency mindset regarding the intelligence enterprise. To date, the program has trained analysts from 40 different intelligence agencies and orga nizations, and each iteration of the course has repre sentatives from roughly seven to 18 organizations.

Having received positive feedback, many agencies such as DIA and the Office of Naval Intelligence tONI) send their new analysts to attend this course to start their formal analytical training. At DIA, the two-week ODNI Analysis 101 course is followed by a four-week Fundamentals of Intelligence Analysis course that reinforces the lessons of critical thinking; goes into greater depth on structured analytical techniques; and focuses on systems, writing and briefing techniques used by DIA analysts. Thereafter, new analysts can go on to specialty training in fields like counterterrorism, coun ternarcotics or counterintelligence.

The course continues to have outstanding IC support, and each iteration operates near full capacity. During its three-year existence, course attendees have included analysts from DIA (702), FBI (675), National Geospatial Intelligence Agency (556), ONI (259), CIA (151), Department of Homeland Security (131), National Security Agency (94) and Department of Energy (62), plus a host of others.

Overall, the program is changing the way IC analysts begin their careers and learn the value of collaboration. ‘*

ODNI Deputy Director for Intelligence Integration Dr. Peter Lavoy, left, and DIA’s Deputy Director for Human Capital Kristi Waschull, right, present a certificate to the 3,000th graduate of ODNI Analysis 101, Marjorie Deremo, Air Force Intelligence Agency.

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BUILDING a Better Future

:•

Advancing Language Learning Through the Use of SCOLA

By Nicholas A. Bemish, HC, and Dave Decker and Ric Marchio, SCOLA

DIA is capitalizing on significant federal investments in language learning and is partnering with the Defense Language Institute and 5COLA to further refine and develop foreign content to meet the work force’s needs.

IA makes a variety of language learning material available to its work force and relies heavily on the work already completed by commercial partners. Through this partnership, DIA is able to leverage significantly more relevant content and material that allows language learners the opportunity to under stand cultural language material that meets their specific needs and at con siderably reduced costs.

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DIA has a work force with language skills and capabilities in 55 lan guages and dialects. In order for them to maintain proficiency for them and continue to support DIA’s mission needs, opportunities for varied and diverse language training are needed.

SCOLA, an online repository of language learning audio and video content, has been providing topquality and in many cases exclusive content to the United States govern ment for nearly 25 years. SCOLA content is available to all federal users with access to the Joint Language University (JLU). SCOLA has grown from supporting one language and one country to 115 languages and 100 countries with eight channels broadcasting 24 hours a day via satel lite and the Internet.

With the diversity of the DIA work force comes challenges in providing the right language learning tools to meet everyone’s needs. Many of the language learners have language skills in what are referred to as “less commonly taught” languages requir ing hard-to-find content and genres that can challenge and increase proficiency.

A SCOLA Broadcast Center, Iowa.

“We love a challenge,” said Francis Lajba, SCOLA’s co-founder, president and CEO. “It’s great when someone requests a virtually never taught language. The more obscure the better. And if it is not broadcast on television or radio, then we’ll send a video camera to our contacts in-coun try and do our own recordings. From the Vatican to North Korea, SCOLA is the true worldwide source for ready access to original, current foreign lan guage programming.”

To address those challenges, Tom Haines, DIA’s senior language author ity, approached SCOLA six years ago with an idea for a specialized word

video search (SWVS) capability. Much of the content found in broadcast media around the world does not specifically address the needs of DIA. SCOLA was contracted to develop a means to capture specific content on topics and in languages not normally found through regular television, radio or Web broadcasts. Through the use of their overseas affiliates, they were able to collect a large volume of content that includes vocabularies rich in local dialects and vernacu lar. This capability supports not only language learning, but also increases the regional and cul tural expertise of our employees.

From its inception six years ago, SCOLA’s SWVS product has grown to a corpus of more than 140,000 word pairs/phrases in 33 languages.

Comprising more than 5,500 video clips of varied lengths from more than 40 countries, it provides the language learner intermediate- to advanced-level, searchable word lists classified by category domains. For example, you can search the data base for words and phrases from the economics and business domain in Swahili. A result set is returned that contains word/phrase pairs from that domain.

Selecting a specific word will take you to a player page with all of the words selected from that particular clip in all domains. Each word/phrase is timed and synchronized with the player allowing you to hear real-world usage of the word in context. You may also download the words or print the word list for further study.

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BUILDING a Better Future

The SCOLA Lineup SCOLA offers TV and radio news, cultural programming and many other services, including: • World TV Online is authentic television programming from more than 1 00 countries and regions and more than 1 00 languages available via satellite and the Internet.

• Insta-Class is an extensive collection of lessons based on actual foreign video segments with new lessons posted weekly.

• Specialized Word Video Search is a searchable collection of word pairs (English to other language) mapped to video clips containing the word being used and separate audio pronunciations.

• Digital Archive is a vast collection of authentic SCOLA videos. SCOLA Digital Archive results can be viewed online from the SCOLA website or saved in MPEG format to your computer for later use.

On-the-Street Videos are natively produced videos of everyday people speaking about everyday things searchable by country, language and topical category.

Foreign Text is an online library of newspapers, magazines, poetry, children’s books and more.

Language Training Materials are native perspective country overview videos addressing language, culture, :. : geography, politics and history, as well as SCOLA partner-produced language lessons.

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Planned enhancements this year will allow the creation of larger vocabu lary study lists; searches of additional information fields to quickly find material of interest; and the exporta tion of pronunciations, foreign lan guage words and English words in a format ready for importing into flash card programs. A feedback forum for suggestions, comments and addi tional information will also be added.

Additionally, research will begin this year on tying the human transcribed/ translated information contained in this project with other speech-to-text and machine-translated capabilities available on the SCOLA website.

In addition to hard-to-find languages, SCOLA is the only organization that has contracts with Cuba, Iran and North Korea. SCOLA is centrally located in Iowa to easily bring down signals from a multitude of satellites over both coasts. federal employees are entitled to full use of SCOLA products. For a username and password, e-mail SCOLA at scolascola.org and state “username or log request” in the subject line onto JLU at http://jlt.webtrain.com for full access to this and other foreign language learning materials.

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DIA sees this as an opportunity to capitalize on significant federal investments in language learning and is partnering with the Defense Language Institute and SCOLA to further refine and develop foreign content in the languages that meet our work force’s needs, for additional information, contact the Directorate for Human Capital Foreign Language and Regional Expertise Division (HC/HCL-3) at https://www.intelink. gov/wiki/Foreign_Language Training_at_DIA on NIPRNet.

Solutions Architecture Branch Aligns Job Competencies, ENHANCES CAREER DEVELOPMENT By the Global Workforce Development Division, HC

The Directorate for Human Capital Solutions Architecture branch is responsible for competency management and career development at DIA, providing the work force with important career development tools, and maintaining and updating DIA’s competency framework.

Competency Alignment Part of the responsibilities in the Directorate for Human Capital Solutions Architecture branch (HC/ HCL-6B) include updating and main taining the DIA competency frame work, which includes aligning DIA competency models developed by

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the Office of the Director of National Intelligence (ODNI) for the intelligence community (IC). This is part of a larger effort to strengthen the IC by establishing a common language for work done within the community.

Competencies are the base of all work done at DIA. They’re the measurable

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or observable knowledge, skills, abili ties or behaviors needed to complete a job and are linked to our position descriptions, vacancy announcements and career development. HCL-6B is working with leadership and subject matter experts in each of DIA’s occupations to refresh and align the competencies to those established by

BUILDING a Better Future: ODNI. By working with each occupa tion individually, HCL-6B is able to ensure that behaviors for each com petency are specific to DIA, while retaining the consistent, IC-wide com petency definition and nomenclature that ODNI created.

The competency alignment effort does not affect your job duties, pay, promotion or performance process and cycles. However, newly aligned competencies will create a standard language in which the IC can discuss skills and abilities. Once competen cies in your occupation are updated and aligned, HCL-63 will work to update the career development tools specific to your occupation. These tools will help you manage and develop your career within DIA.

short- and long-term developmen tal objectives. Employees develop their IDPs in coordination with their supervisor as part of the performance management process, creating a plan to acquire competencies, skills and experience necessary to perform in current positions and for career progression.

Career Learning Roadmaps are created for each occupation and include training, developmental activ ities, licenses, certifications and qual ifications mapped to work levels and competency. They provide suggested training and activities to develop skills and competencies at an employ ee’s current and next work level.

The Occupational Career Path Guide (coming soon) helps employ ees determine what career paths

Career Development HCL-6B is also responsible for career development tools and services. DIA has created a robust Career Planning and Development Program to assist civilian employees with identifying and developing skills and competen cies, and managing career progres sion to achieve professional goals.

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These tools and services enable DIA employees to take control of their careers. They allow employ ees to identify gaps in skill and competency areas, develop a plan to fill those gaps, and determine what training and other activities are available to them. By providing these tools to the work force, HCL-6B helps ensure that critical skills and competencies are in place fulfilling current and future mission requirements.

The Competency Assessment Tool allows employees to identify strengths and weaknesses in their current job competencies. This tool generates a report that identifies gaps in an employee’s current competency and and includes feedback skill levels supervisor. employee’s the from —

The Individual Development Plan (IDP) helps employees identify their

Services Career development briefings.

Staff members from HCL-6B deliver these briefings to supervisors and groups. “How to Drive Your Career with DIA Tools” is aimed at familiar izing employees with available tools and how to use them in achieving their career development goals. “How to Have the Career Development Conversation with Your Employees” provides advice to supervisors about discussing this topic with employees.

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This tool indicates the employee’s areas of strength and weakness in the dream job by displaying a colorcoded stoplight system. The employee can quickly ascertain whether they’re ready to apply for their dream job, and, if not, what competencies they need to develop.

are available and how to reach their career goals. It contains information about careers within each occupa tion, promotion potential of each job group, competencies associated with each position, and career development activities. The guide for administra tion is now available online and will serve as a template for the develop ment of guides for the remaining occupations within DIA. The DREAM Job Competency Assessment Tool allows employees to rate themselves on competencies assigned to a desired “dream job.”

Liaison to career program man agers. Each occupation has been assigned a career program manger (CPM). CPMs keep in close contact with HCL-6B and bring news and information back to their occupa tional staff and leaders. They also help facilitate the competency align ment process for their occupation.

Point of contact for questions related to career development tools. The Career Development SharePoint site has detailed instruc tions, quick reference guides and fre quently asked questions for all of the career development tools. The HCL-6B staff is also available to employees and supervisors to answer general questions and provide clarification about the tools and services available to employees.

Whether updating competency models or managing the career development tools, the Solutions Architecture Branch is working to make DIA a better place for employees. for more information about HCL-6 and access to all the tools mentioned above, visit http://diatearns.ne.docliis.ic.gov/sites/ HC/ HCL/ HCL- 6/ HCL- 63/default. aspx on JWICS or http://diateains. clse.dia.smil.mil/ HC/ HCL/HCL- 6/ HCL- 63/default.aspx on SIPRNet.

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BUILDING a Better Future

Joint Military Attaché School Expands CYBERSECURITY TRAINING

By CDR David A. Renberg, HC

JMA5 has joined the fight to combat global cybet threats by providing cybersecutity training to more than 350 military attaches, support staff DLOs and spouses each year. epartment of Defense (DOD) Secretary Robert Gates’ deci sion to create U.S. Cyber Command (CYBERCOM) in 2009 greatly amplified DOD’s ability to combat the rapidly increasing number of cyber attacks on the more than 15,000 networks and 7 million com puting devices operated by the U.S. Armed Forces at the time. Becoming fully operational in November 2010, CYBERCOM now identifies more than 6 million cyber probes daily and defends against a barrage of attacks by global competitors on our nation’s information and communica tions systems. Deputy Secretary of Defense William Lynn’s observation in a recent issue of Foreign Affairs was that some “100 foreign intelligence organizations are trying to hack into the digital networks that undergird U.S. military operations” leads some cyberwar experts to believe that U.S. dependence on the Internet to operate a critical infrastructure exposes the country to a potential “cyber Pearl Harbor” attack. The 2007 cyber assault that nearly crippled Estonia’s infrastructure and the 2008 Russian attack on Georgian networks prior to troop mobilization point to the poten tial magnitude of a cyberwar.

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The Need to Educate Despite an estimated $140 billion annual investment by the Pentagon’s biggest suppli includ ers ing Lockheed Martin, Boeing and Northrop —

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the Defense Grumman Corporation Department continues to be faced with increasingly harder to detect computer infiltration, viruses and theft of sensitive information. Even relatively unsophisticated hackers, such as the Iraqi insurgents who used a $30 software tool to intercept and view the downlink of an operational U.S. unmanned aerial vehicle in 2009, have the capacity to disrupt U.S. information systems.

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“It’s only a small step to go from disrupting parts of the network to destroying parts of the network,” remarked GEN Keith Alexander, director of the National Security Agency (NSA) and commander of CYBERCOM. The new cyber landscape will require operators to shift from an institu tional focus on total network security to one of risk management. Operators across DOD need to be educated on how to minimize their vulnerabilities to ensure the delivery of information services and the success of military operations. To achieve that, infor mation assurance experts say DOD needs to concentrate on significant organizational and training issues as much as it does on new technology.

Alexander added, “The biggest chal lenge that we currently face [is] gen erating the people that we need to do this mission.”

JMAS Cyber Training Initiatives DIA has contributed greatly to under standing today’s threat to the global information grid and has provided warfighters with the knowledge to better protect our nation’s defense

AY 2011

and military networks. In an effort to keep pace with the rapidly evolv ing cyber environment, in August 2009 the Joint Military Attaché School (JMAS) Curriculum Review Committee directed the development of several courses to better prepare Defense Attaché System personnel for their upcoming assignments in U.S. Embassies around the world.

Expanding on the unclassified cybersecurity courses already offered to spouses of JMAS students, the military attaches now receive classi fied cyberthreat briefings. Originally focused on the vast amount of infor mation military members unwittingly reveal through the use of Internet financial services, social networks and digital research tools, the course was subsequently expanded in 2010 to include methods to recognize spoofing, malware and targeted attacks on both personal and govern ment computer systems.

JMAS participation in the DIA Cyber Collaboration Working Group created opportunities to leverage cyber-threat training from experts across the intel ligence community. The DOD Cyber Investigations Training Academy (DCITA) now trains more than 150 military attaches annually on the cyber capabilities of our adversar ies and the behavioral and technical changes that can be made in defense attaché offices (DAOs) around the world. This training helps enhance the security of embassy computer networks and communication devices.

JMAS students also benefit from DCITA webinars that provide real time instruction on a variety of cyber warfare topics using a live feed viewed on users’ workstations.

NSA’s Integrated Training Center provides military attaches, defense liaison officers (DLOs) and spouses a greater understanding of their digital footprint and the myriad of cyber threats prevalent in an over seas environment. This training will be expanded in the spring of 2011 to

BUILDING a Better Future •1

include attaché support staff who manage DAO information technology systems.

JMAS has joined the fight to combat global threats by providing

cybersecurity training to more than 350 military attaches, support staff, DLOs and spouses each year. Their vigilance, coupled with a cyber savvy DOD, will ensure that America can and will maintain information

dominance, safeguard the ability to deliver essential information services to our troops, and preserve America’s military supremacy in the cyber land scape of the future.

British Intelligence Educators Share BEST PRACTICES with ]MITCs Asymmetric Warfare Branch

By Charles I. Mitchell, HC

The United Kingdom’s Defence School of Intelligence has teamed up with DIA’s Joint Military Intelligence Training Center’s Asymmetric Warfare branch to create a stronger Five Eyes community. inistry of Defence educators at the U.K’s Defence School of Intelligence recently hosted DIA Joint Military Intelligence Training Center (JMITC) Asymmetric Warfare (AW) branch instructors at Royal Air Force Chicksands, U.K.

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Hosts to JMITC visitors Matt Jolly, Analysis Development team leader, and Tony Ryan, Analysis Branch chief instructor, have been integral contributors to the ongoing JMITC sponsored Five Eyes Analytic Training symposia held with DIA’s university partners, the University of Mississippi and James Madison University.

Led by Dan Durham, team chief for the AW Intelligence Analysis Program, the JMITC instructors were invited to observe student exercise brief ings that were part of the midpoint pulse check in the school’s two-week Defence Intelligence Analysis Course.

The student briefings outlined several methods commonly used by JMITC and highlighted how teams lever aged diverse methodologies to tackle various complex analytical problems.

After the briefings, Ryan invited the JMITC instructors to sit in on his cap stone exercise guidance class, which allows visitors to better understand the path that students have taken to that point. After the class, he outlined the structure of the Defence School of Intelligence’s programs and where his and Jolly’s program resides. Ryan also led a brief discussion on areas where intelligence educators might find

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i— Matt jolly, left, and Tony Ryan, right, of the U.K. Defence School of Intelligence attended the inaugural jMITC Four Eyes at the DIAC in 2008, the predecessor to today’s JMITC Five Eyes. synergies with what JMITC is actively doing and within the larger Five Eyes community.

Jolly highlighted several details of the school’s approach to training innova tions, to include a brief overview of the course JMITC instructors had witnessed. He pointed out how the AW Branch’s Counterterrorism Team’s pattern analysis approach had been leveraged in one of the foundational stages of their school’s internally developed “analytical bridge” train ing process, demonstrating a tangible result of the ongoing Five Eyes ana lytic training conferences.

The analyst course not only com prises cross sections of uniformed and civilian analysts from a number of British organizations, but it often

hosts members from U.S. units. Along this same line of “coalition training” thought, Durham repeated the Five Eyes discussion topic to invite Jolly and Ryan to be guest lecturers at JMITC and videotape their lectures in order to leverage certain Chicksands sessions in the e-learning arena for allies who may have limited classroom access.

Both groups shared tips, success stories and challenges of their respective mobile training programs.

Although delivering core and special ized training to units around the world presents similar challenges, both groups acknowledged that the impact the training has on troops and other analysts far outweighs any mobile training team issues.

Touching on a range of topics, the groups agreed that the future of intel ligence training will probably see more networking across both national and international communities, to include better integration of civilian and military intelligence services. The two groups felt the differing cultures (orga nizational, national, etc.) create both a rich environment for informed experi ential learning and presents one of the biggest challenges in communicating and ensuring learning across such diverse cultures. Addressing the rise of e-learning, they agreed that today’s tools are amazing enablers of expand ing the learning experience. Such areas as grounding, give-and-take discussions, skills development prac tices and critical mentoring that occur in the traditional classroom are still crucial components of a well-rounded intelligence education.

As the JMITC visitors checked out of the compound, their hosts guided the

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•:BUILDING a Better Future group to the adjacent Defence Humint Unit Memorial Garden, where they paid their silent respects to British intelligence colleagues who gave their lives in service to intelligence activi ties or as a result of terrorism. While a somber reminder of the realities of an increasingly dangerous world, the members memorialized in that peaceful, hilltop garden only reinforce the resolve that drives the Five Eyes

community to continuously enhance critical intelligence education and training programs necessary to ensure fewer British, American or allied members pay the ultimate sacrifice.

“Having worked with Matt Jolly, Tony Ryan and their colleagues at past Five Eyes events, we applaud their efforts in not only educating the intelligence work force, but also for their generos ity and willingness to enlighten those

of us in education management on the complexities of intelligence training in today’s asymmetric environment,” said JMITC Deputy Director Doug Holt on the benefits of the Five Eyes visits and exchanges. “We look forward to expanding our training partnerships.”

For more information on JMITC and the AW branch, visit http://hc.dia. ic.gov/training/jmitc/ on JWICS.

Embedding a MENTORING CULTURE at DIA Dr. Theodoraj. Fitzsimmons, HC

The DIA Mentoting Program is bringing junior employees and senior mentors together to foster career development.

Mentori ng Q:

he Leadership Academy Professional Development branch (HCL-2B) has recently begun expanding the DIA Mentoring Program. In place since the 1990s, the central role of the program has been to match junior employees (mentees) with senior mentors to enable career development. About two years ago, DIA implemented an electronic database to match mentees with mentors.

Prospective mentees enter their needs for growth in the database, and prospective mentors enter their areas of expertise. The database returns a list of potential matches, allowing the mentee to initiate a mentoring request in the system. Mentoring helps ensure new employees have someone to guide them in advancing their career at DIA. Along with other learning programs, mentoring helps make the agency a good place to pursue a long, rewarding career.

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How do I meet a mentor or mentee?

A: Mentors and mentees are connected through organized networking events, such as panet pre sentations and speed mentoring. Mentors can be found through The Mentoring Connection database.

Mentors can also be found by simpty asking the question, “Will you be my mentor?”

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Do I have to use the database to participate in the program?

A: No, but we do encourage you to connect with the Mentoring Program. We have tools to help guide you and your mentor to get the best out of your mentor ing partnership.

Q: Where do I find my mentoring coordinator?

A: As the program continues to expand, more men toring coordinators will be needed. Contact DIA Mentoring Program staff to find your coordinator— or volunteer to be one yourself

The mission of the Mentoring Program is to create formal and informal mentoring partnerships across DIA and the intelligence community to share knowledge and experi ences, enabling the development and retention of a highly skilled and results-oriented work force. This mission is accomplished through expanded opportunities in one-onone, group, situational and virtual mentoring.

shares his or her wisdom about a recent experience, knowledge or skill with those who need the information now.

• One-on-one mentoring offers a mentor-to-mentee relationship, enabling participants the opportunity to have a traditional (senior-to-junior), peer-to-peer, reverse (junior-to-senior) or shadowing partnership.

Virtual mentoring enhances various types of mentor ing, allowing interactions between mentors and mentees delivered by electronic means such as e-mail, online blogs and video teleconferences.

• Group mentoring is a six-month commitment that offers the mentee the benefit of gaining the knowledge and experience of more then one mentor. Topics include learning the ropes of being a new DIA employee, joint duty assignments, deployment and career transitions.

• Situational mentoring is a quick approach to men toring, often a one-time, ad hoc event where someone

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The DIA Mentoring Program is facilitated by HCL-2B, with the assistance of mentoring coordinators throughout the agency. HCL-23 also offers tools, templates and training to assist mentoring coordinators. Contact the DIA Mentoring Program team at (202) 231-2204 or e-mail NEDIACHCL-2 Mentoring on JWICS. You can also log in to The Mentoring Connection at http://trnc—dia.dodiis.ic.gov and sign up! ‘ø

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CELEBRATING OAR lEGACY FORGING OUR FUTURE

DIA in the 1990s: New Missions, New Adversaries

By Mark Madigan, IE, and the Historical Research Program Office, DA

DIA has supported several mul tinational coalitions in recent years: the Global Counter-Terroriso Forces (GCTF), the interna tional Security Assistance Farce for Afghanistan (ISAF), the Stabilization Forces in Kosovo (KFOR) and the Multinational Iraq (MEFI) Coalition Forces While support ro multinational -

coalitions may seen routine today at OIA, this practice was nor always so common.

With the exception of routine support of the NATO alliance, DIA efforts at intelligence sharing were largely bilateral activities prior to 1990. Infor mation sharing in the ‘90s was nor typically part of a large sustained efforr to support an ongoing nilitary operation involving a coalition of more than 40 nations, much less a coalition composed of a wide range of traditional and non traditional partners. DIA first started supporting selected multinational coalitions in the l990s wich the advert of the Desert Shield/Desert Storm coalition designed to liberate Kuwait after Iraqi forces under Saddam Hussein’s command invaded Kuwait Aug. 2, 1990. Those days in the l990s were watershed moments for DIA. Lessons learned from the initial experiences supporting a coalition ir the Middle East would them be imple mented in Europe later in the decade when, in December 1995, approximately 50,000 American troops would deploy to Bosnia Herregovina as part of the NATO Peace Plan Implementation Force (IFOR)

IL Then-Chairman of the Joint Chief s of Staff DEN Cohn Powell visited DIA’s Operational Intelligence Crisis Center after Operations Desert Shield and Desert Storm in 1991. Pictured from left are Marcia LoVerdi, Jim Campbell, Lee Hall, Leo Delaney, DEN Cohn Powell and then-DIA Director LTD Harry Soyster. Photo courtesy of Jim Campbell, DI

So what were same of these lessons learned? And what changes did they generate within DIA? Once DIA and the combatant commands received legal authority to share military intelligence in supPort of a given coalition, DIA needed to develop effective ways to imptement the policies. Many standard practices that may seen small today, such as how to properly mark an intelligence product approved far release to the coalition, were irIoart:ant problems that needed to be resolved as quickiy as possible in the ‘SOs. tn 1991 the proper release marking for the Desert Shield/Desert Storm coalition was “EEL MNF,” which indicated release to the multinational

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forces. It soon became obvious, however, as other coalitions devei aped, that a generic REL MNF marking would met be ip propriate, as the nomhao and composition of participat ing countries would vaiy from coalition to coaliti.um. Today, as combatant canonaoolo rl in support far a new coal it i ci, a separ ate tet raqo atilo i.s p0 opooed and approved by the dii F-ct 05 of nat i anal intel 1 iqeoce’ 5 Controlled Access tram am to o’ dinarian Office (t’At’CO) tar i nt.e t Ii cence sharing. in response to Yslel qi ng Fort loei requirements to otretusl i me the proceoo far revi ewiooj and din— itell i genre to t or ei gn clooinq coalitions, the “writ a t or ,

IA first started supporting selected multinational coalitions in the 1990s with

the advent’ of the Desert Shield/Desert Storm’ coalition designed to liberate Kuwait after Iraqi forces under Sadden Hussein’s conunand invaded Kuwait Aug. 2,

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coalition.

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releae” concept was developed so that basic foreign disclosure guidance could be provided to U.S. analysts and managers. This guidance allowed DIA intelli gence products to be developed from its inception with foreign customers in mind, rather than relegating foreign disclosure to a postproduction phase of the intelligence production process.

these releasable messages to feed intelligence to coalition partners via whatever tactical method was available. John Walsh, chief of Counterintel ligence and Foreign Disclosure at U.S. Central Command during the Gulf War, cites building an effective coalition dissemina tion system as his greatest challenge during that period.

Additionally, DIA soon learned that merely producing intel ligence that was releasable to coalition partners was of limited value if it was unable to quickly and effectively disseminate that data to field consumers. There were no existing intelligence dissemi nation systems in place in the early l990s dedicated to support rapid distribution of intel ligence to coalition customers.

For releases executed in Washington, D.C., intelligence products were reviewed, and releasable message traffic was sent out via normal U.S. dis semination systems. Forwarddeployed U.S. personnel used

Later in the decade, the NATO-led Implementation Force coalition operating in the Balkans was supported by a dedicated computer network that only permitted access to NATO members of the coalition. Today

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Release of intelligence products to Commonwealth partners who routinely partici pate in multinational coalition operations has been nuch easier due to the tinely development of the Stone Ghost network.

Stone Ghost was originally intended as a dissemination tool that could save Commonwealth partners’ costs related to producing vast nunbers of hardcopy documents, which were later mailed to DIA’s military intel ligence counter parts. Stone Ghost The 01CC was a vital link in quiCkly expanded providing intelligence support to in size and both operational forces and policyinak mission, as it was ers. In 1994 the 01CC concurrently utilized to support supported operations in Haiti and coalition opera monitoring the Balkan conflicts. tions worldwide.

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a greatly expanded and more capable version of that network, known as the Battlefield Intelligence Collec tion and Exploitation System (BICES), still disseminates intelli gence to NATO nations and NATO deployed troops. Other dissemi nation systems have since been developed

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t:o support direct transmission of intelligence on coalition wide networks to those countries that participate in COClitiOO operations. Direct transmission has caused some difficulty as U.S. customers are increasingly challenged not only to write releasable products, but to ensure their distribution on a series of dissemination networks keep U.S and coalition partners fully apprised of common threats.

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In addition to these systems, DIA developed the National Intelligence Support Team (NIST) concept in the early 1990s. NIST5 were small, inter agency teams that could quickly deploy to field locations and provide U.S. commanders with a quick reach-back capability to national-level intelligence and databases provided by DIA and other agencies.

th 19612011 ([tOSSING OUR t[GSY FORGING OUR FUIURE

Then-DIA Director LTG James Clapper awards a degree to a Marine during the Joint Military Intelligence College graduation in 1995.

As DIA has supported more coalition operations in the in tervening years, there has been an increasing need for trained and experienced foreign dis closure personnel. As a result of lessons learned in the early 1990s, DIA established a Foreign Exchange and Disclosure Training Course tINT 301) in September 1997, in which the Office of International Engage ment tIE) teaches new foreign

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disclosure officers the nuances of foreign dis closure policy.

This course has been taught. both as a resident course at the DIAC, as well as around the world in a mobile training team format.

Since the l990s some of the same challenges still exist, but they have grown more complex. The demand for more trained and experienced foreign disclo sure officers increases as DIA distributes more intelligence across multiple electronic dis semination systems spread out across larger combat areas. With the advent of e-mail, PowerPoint and other technological advances, the need for more timely dis semination of intelligence

information not only through computer networks, but also video teleconferencing capa bilities is greater than ever.

The challenge for DIA analysts of the future will be how to incorporate future changes in policy or technology to meet the ever-increasing needs of the coalition commanders.

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The cruiser USS Shuloh fires a Tomahawk missile against selected air defense targets south of the 33rd parallel in Iraq Sept. 3, 1996, as part of Operation Desert Strike.

Operations Desert Shield and Desert $torrn 1990-1991 Throughout the sunimer of 1990 DI1 ti’aoed the developing orisis between Kuwait and Iraq and on Aug 2, the crisis became acute when Iraq invaded its southern neighbor When the U S committed forces to protect Saudi .rabia and eventually liberate Kuwait, DIA expanded the Operational Intel li.gence Crisis Center <01CC) arid prepated national Military Intelligence Support Teams (NMISTS) for deployment At the same time, the DIA teputy DirectOr for Joint Chiefs of Staff (JCS) Support RDML Mike McConne1l set up the Iraqi Regional Intelligence Task Force within DIA The first NMIST arrived in the persian Gulf or. Aug 8, 1990, alongside the first allotment of U S forces to the region, and NMISTS quickly deployed with U S (2entral Command (CENC0M) service components and the XVIX3 AitioDxze Corps Some 100 analysts also deployed to the Midale Fast to support combat operations Finally DIA also had ar 11-person all-source intelligence production team assigned to CENTCOM headquarters in Tampa Fla All told, within DIA more than 2,000 men and women were committed in sUpport of the operation.

As Operation Desert Shield turned to Operation Desert Storm, the JCS assigned DIA the role of reviewing the military intelligence produced by more than 30 intelligence entities, both in theater arid in Washington, D C DIA’s responsibilities included order of battle preparation, targeting, imagery exploitation and battle damage estimates DIA also supported operations against Iraqi Scud missiles i,y using national-level assets such as satellites to provide lauuh warning and support SCUD bunting operations, but the mobility of the Scuds’ transporter/erector/launchers made them difficult targets Later in 1991 DIA received a Joint Meritriou$ Unit Award for its support of military operations prior to and during Operations Desert Shield and Desert Storm — —

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PRO Fl [ES The Communiqué staff interviewed one of the agency’s departing “legacies” and asked him to share his career experiences and afew words of wisdom.

If you wish to nominate an individual in your office who is retiring, please contact Margan Kerwin at (202) 231-0814.

Mike REDDING, JIOCEUR How tong have you been with JAC and DIA, and where have you worked?

I signed on at the U.S. European Command (EUCOM) Joint Analysis Center (JAC) in 1995 as an Army civil ian and joined DIA with the transition of combatant command personnel in October 2008. I consider myself lucky to have had a wide variety of missions and jobs to challenge me. I started out as a GS-12 working analytic support to expeditionary forces in the EUCOM area of responsibility, and I am finish ing as the senior intelligence officer for Joint Intelligence and Partner Nation which is the coolest of jobs.

Training —

What are your fondest memories of the agency and JAC? One of my first assignments was to transition the command from hard copy production on the Heidelberg printing press to the digital world we all know and love now. It was the most daunting and fantastic job I could imagine because it was so different and limitless. With a motley crew of talented “JACsters,” this challenge forced me to think differently and collaborate with lots of experts from around the intelligence community and the commercial world. We got there, eventually dramatically reduc ing the time it takes to provide intel ligence to operational forces.

Also, I have fond memories of sleep ing on the office floor with my staff supporting noncombatant evacuation operations in Africa, and later combat operations in the Balkans, and truly knowing that we made a difference.

What lessons did you Learn throughout your career that you would pass on to others?

Read, read, read. Learn as many aspects of and engage as many people in our profession as possible. Exercise your curiosity muscle often. Know operations and those who execute them! Taking on hard missions and

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jobs nobody wants has it own rewards.

What would you consider to be your greatest con tribution to the JAC and DIA? U There are two areas that 0 required all my knowl edge, skills and abilities to L develop and provide quality for training intelligence n partners and allies of the 0 0 United States. The first of these was to establish three Mike Redding at the Regional joint Intelligence Training complementary courses Facility at RAE Molesworth, U.K. for African partners in conjunction with EUCOM, The biggest impact for me has involved and, soon after, U.S. Africa Command Intelligence developing a true cost-avoidance : (AFRICOM) The Military model by building a credible intel Basic Officers Course Africa (12 ligence training capability outside weeks); the Military Intelligence the U.S. The EUCOM and AFRICOM Professional’s Course Africa (six Regional Joint Intelligence Training to eight weeks); and the Military Facility (RJITF) that I have been privi Intelligence Non-Commissioned leged to lead has attained accredita Officers Course Africa (10 weeks) tion by both the DIA Joint Military and we did it in French!

Intelligence Training Center (JMITC) a The second area where I feel I made and the Intelligence Community contribution was developing and field Training and Education Analytic ing a counterinsurgency intelligence Committee. course for NATO deployers. Titled the Do you have any final words of Expeditionary Intelligence Training greatly wisdom you would like to share? designed to Program, it is increase the knowledge and abilities Apply large amounts of common of multinational deployers prior to sense and calmness to accomplish their arrival in Afghanistan so they the mission assigned on any given can quickly join the intelligence fight. day. Remain vigilant and flexible in The course now resides as part of the your outlook, If you are not enjoying curriculum at the NATO School in what you do, make a change, and seek Germany and is also delivered via a alternative ways to solve challenges. mobile training team.

Be a caldron of innovation, create an —

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My good fortune in making these and other contributions was enabled by tremendous leadership, a little risktaking, and superb contributions from military, civilians, contractors and partners.

What do you think has been the biggest challenge or had the biggest impact on the JAC and DIA?

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environment for success and be per not a pest. sistent —

For DIA, if one agrees that intelligence analysis (all intelligence disciplines) has primacy, then the long-term challenge for all intelligence profes sionals is maintaining mission focus.

One must remain wary of creeping administrative requirements that turn leaders into clerks. .

S IT ES:.

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Have you ever walked by something in the building and wondered what it was and where it came from? In celebration of DIAs 50th anniversary, the Communiqué and History Office staff will highlight afew of the many sites of DIA. If you have one to add to our list contact Margan Kerwin at (202) 231-0814. whether at the DIAC or elsewhere

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The Scud Missile

he Russian Scud-B missile on display in the DIAC Expansion lobby was provided by DIA’s Missile and Space Intelligence Center IMSIC], located in Huntsville, Ala. Prior to display, the missile was rendered inert, cleaned and repainted with original markings. Scud missiles have been a priority target of DIA’s collection and analytical efforts for many years, and the display serves as an excellent symbol ot the challenges facing the agency in the 1st century.

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ormer Iraqi dictator Saddam Hussein produced large quantities of gold-plated weapons for use on ceremonial occasions and as gifts for family members and a select few supporters. During Operation Iraqi Freedom, DIA personnel collected several of these weapons as part of the DIA mission to recover, exploit and analyze foreign military equipment. These guns can be found by the Conference Center in the DIAC Expansion lobby.

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his ‘chocolate chip” patterned uniform was worn by then-BG Patrick Hughes, commanding general of the Army Intelligence Agency during Operation Desert Shield, who would go on to become the 1 2th director of DIA in 1 926. This pattern was discontinued following the development of a more modern version of desert camouflage. The uniform can be found in the history display outside of the K Module in the DIAC Expansion.

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I spy with my little eye something

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on Capitol Hill.

DIA Director LTG Ronald Burgess Jr. testified before the Senate Select Committee on Intelligence Feb. 16, 2011, along with CIA Director Leon Panetta, Director of National Intelligence James Clapper, FBI Director Robert Mueller, and Assistant Secretary of State for Intelligence and Research Philip Goldberg. The bottom picture has been altered.

The differences ate subtle; can you spot all 1 0 changes? The answers will run in the May 23 lnterComm.

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on the HORIZON events for MAY and JUNE 2011 May 12 Senate Select Committe on Intelligence Budget Hearing, 2:30 4:30 p.m., Capitol Hill -

May 16 first Aid, CPR and AED training, DIAC K-118, 8 am. 4 p.m.

June 6-10 Administrative Professionals Seminar on Intelligence FLAG DAY

June 14 flag Day June 14 Army 236th birthday

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Asian-Pacific Heritage Month

May 19 DIA Spring Golf Tournament at fort Belvoir May 21 Armed Forces Day

May 3-6 IC IG Annual Conference

May 30 Memorial Day

May 4 Global ISR Conference, Chantilly, Va.

JUNE

May 5 “Discovering the Mentor Within,” DIAC K-118, 8 a.m. 4 p.m.

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May 5 House Permanent Select Committe on Intelligence Budget Hearing, 2:30 4:30 p.m., Capitol Hill

June 1 NEXSYS Work group meeting, 1 5 p.m., NMEC 4th floor conference room -

June 19 Father’s Day June 21-23 8th Annual Levant Conference, St. June 21 First day of summer June 24 first Aid, CPR and AED training, DIAC K-uS, 8 a.m. 4 p.m.

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June 2 DOD ICASS Conference

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May 8 Mother’s Day

June 5 World Environment Day

flâppci t* I Cl Forfurther znformatzon or updates concerning these events, please refer to the Internal Communications website.

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